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This document is a compilation of academic articles and papers that cover topics such as economic inequality, diversity and inclusion in education, and the role of business schools in society. The articles offer a range of perspectives and research findings, making them useful resources for library patrons conducting research on these subjects. However, the document does not provide summaries of the individual articles. [Extracted from the article]

Purpose: This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community. Design/methodology/approach: This paper's conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities. Findings: The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators. Practical implications: Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment. Originality/value: This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education. [ABSTRACT FROM AUTHOR]

Purpose: This paper offers a new vision of responsible service leadership for service organizations nested in economic, societal and environmental contexts across time to foster collective flourishing. Design/methodology/approach: Following the call for novel perspectives that recognize service as a game among (vs between) people in service ecosystems, we build on service leadership theory to integrate insights from infinite (vs finite) games and biomimicry practices to propose a holistic model for responsible service leadership. Findings: We extend the 3C (competence, character and care) model of service leadership (Shek et al., 2021) adding context and chronos as essential pillars of responsible service leadership in nested ecosystems. We offer new interpretations and applications of the 3Cs through the lens of context and chronos. Research limitations/implications: This paper furthers the emerging conversation about unique leadership approaches for service, linking existing service leadership theories with holistic views of service ecosystems and enabling a shift from decontextualized models of leadership to a more inclusive approach. Practical implications: We propose that responsible service leadership can inspire new approaches to leadership development within organizations and in business education (e.g. competencies, settings) and a reconsideration of organizational structures (e.g. culture, selection and incentive design). Social implications: The proposed 5C model revisits foundational assumptions of responsibility in service leadership, integrating actors across and within service ecosystems, society at large and the environment in the present and future. Originality/value: This paper offers a conceptual framework – the 5Cs model of responsible service leadership – aimed at reimagining service leadership. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach: For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings: It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications: One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students' performance when comparing computer-based testing and paper-and-pencil testing. Practical implications: Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications: Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university's library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value: This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students' knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field. [ABSTRACT FROM AUTHOR]

The much-discussed "relevance gap" (Starkey & Madan, 2001) between research and practice in management is a major source of concern for business schools, in terms of their legitimacy in the eyes of students, employers, and funding bodies. We frame the relevance gap as a knowledge-transfer issue, focusing on the role of "bridging media" as one mechanism through which academic research is made accessible to practicing managers. Specifically, we ask two questions: (1) Which academic research is selected for dissemination by bridging media? And (2) How can we develop better ways of measuring this type of bridging activity? Through a preliminary empirical analysis (of the citation trails from 264 academic papers to bridge journals such as Sloan Management Review), we find that academic papers cited in bridge journals: (1) also have a high academic impact factor; (2) draw on and/or contribute to a broad body of literature; (3) are more likely to be inductive or theoretical than deductive; and (4) are on topics rated by practitioners as "interesting." We also discuss how our methodology could be extended to contribute to Aguinis et al.' s (2014) pluralist conceptualization of scholarly impact. [ABSTRACT FROM AUTHOR]

Academic rankings, despite their pitfalls, play a major role in the "business of business schools." The claim that "rankings are here to stay" continues to be frequently accepted at face value. This essay challenges this situation, arguing that while many business schools perceive rankings as a source of legitimacy, their participation in rankings can actually undermine the very legitimacy they seek. By adopting an effectual stance—which focuses on problem-solving and innovation using available resources—we theorize about a phased approach to steer business schools (and other higher education institutions) away from reliance on "ranking-based legitimacy" toward "research-based legitimacy." In the first phase, deans and academics can consider short-term bridging measures that do not fundamentally change the ranking game but influence it in self-serving directions. Rather than being powerless "ranking takers," some proactive approaches can allow business schools to change the zero-sum game nature of rankings and become "ranking makers." In the second phase, deans and academics can challenge and reject the ranking game by reaffirming the true purpose of business education. We encourage deans and academics to seize back control and restore research-based legitimacy by rigorously addressing managerial, societal, and ethical issues. [ABSTRACT FROM AUTHOR]

In today's global economy, transitioning from industry to academia is popular. Professionals from the corporate sector contribute priceless insights that enhance students' educational experiences. However, this change was not without difficulties. Understanding the goals, experiences, and challenges moving professionals face is essential to ensuring a smooth transition and maximizing their contributions to business education. A qualitative investigation in Cebu, Philippines, explores people's motivations, encounters, and perceived difficulties when making this shift. This study demonstrates how the move from industry to academics guarantees that course material will always be relevant to the changing needs of the business sector. Numerous elements, including andragogical knowledge acquisition, coworker support, and economic issues, impact the process. Giving transitioning professionals the necessary tools and assistance requires a sophisticated grasp of these factors. Furthermore, retiring and going into academia is advantageous since it provides chances to stay involved and accomplish goals related to lifetime learning and service. Furthermore, even in the face of external shocks and economic downturns, academia offers stability and opportunities for career transition. This paper clarifies the challenges of moving from business to academics, especially in the Cebu environment. Organizations and governments can use these insights to create customized programs supporting transferring professionals and promoting strong industry-academia engagement. This will allow them to exploit new opportunities and harness associated advantages. [ABSTRACT FROM AUTHOR]

During the last two decades, universities around the world have increased the adoption of English-medium instruction (EMI) as a way to enhance internationalisation and global competitiveness. EMI adoption presents a wide range of opportunities, but it also presents some challenges, being one of them the potential impact on students' academic performance. This paper analyses the impact of EMI on the academic performance of the students in a Spanish university. The objective is to extend previous research, that shows contradictory conclusions. In the first part of the paper, using a multiple linear regression model to control key covariates, we have compared the performance of 229 EMI vs 635 Non-EMI students, corresponding to cohorts 2013–2014 to 2017–2018, considering the average grade in the 10 subjects of the first course. In the second part, we focus on the 2017–2018 cohort (49 EMI vs 116 Non-EMI students), carrying out a longitudinal study of its behaviour during two academic years in four different subjects. The results show that there are no statistically significant differences in academic performance between EMI and non-EMI students, ie language of instruction does not play a relevant role in academic performance. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members. Design/methodology/approach: Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings. Findings: The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education. Originality/value: The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments. [ABSTRACT FROM AUTHOR]

This article introduces the notion of synergies between employability skills embedded within the university curriculum and the Universal Design for Learning (UDL) framework. It draws on a previous study which examined the disjuncture between espoused and that of actual teaching and assessment practice of employability skills within the business curriculum. While that study produced a typology to aid in the development of these skills, this paper now considers how a UDL perspective might make the teaching more relevant to individual students and in doing so more inclusive. We argue that employability skills applied through a UDL lens is particularly appropriate since they have a common goal - to create expert learners. As defined by the UDL guidelines (CAST, 2018) such learners are purposeful and motivated, resourceful and knowledgeable, as well as being strategic and goal-directed. While this is one example of UDL underpinning effective teaching and assessment practice, it also reflects a growing awareness around the potential of UDL within higher education curriculum design. [ABSTRACT FROM AUTHOR]

This paper explores the effects of technological discontinuities on the competences of incumbent firms. In contrast to previous literature, I argue that a given technological discontinuity can be both competence-destroying and competence-enhancing. I advance this argument by developing the concept of a competence ecosystem: the total collection of competences that supports the operation of a particular incumbent technology.Atechnological discontinuity can destroy competences in some areas of this ecosystem, while simultaneously enhancing competences in others. Therefore, "doomsdays" for some incumbent firms in the ecosystem are coupled with "new dawns" for others. I illustrate this varied pattern of competence destruction and enhancement with a detailed discussion of three contemporary technological discontinuities: video streaming, electric vehicles, and the advent ofmessenger RNA technology for vaccines. I draw implications for future research from these cases, emphasizing the positive feedback loop connecting technological discontinuities and the competence-destruction and enhancement patterns that they generate. I also derive implications for management practice and business education, with the dual goals of improving managers' predictions about the impact of technological discontinuities, and enhancing students' understanding of the nuances of technological innovation. [ABSTRACT FROM AUTHOR]

This paper presents the results of a multi-year effort to redesign the introduction to business course at Western Michigan University. ScrimmageSIM, a business simulation that emulates commercial ERP systems, provides the core experience in the course and is a mechanism for students to develop their understanding of business with a focus on quantitative analysis. The design and implementation of the simulation experience follows the experiential learning spiral, as students run the simulation five times with increasingly complex scenarios. The overall design of the course is competency-based, as students have the opportunity to redo many of the course assignments to earn a better grade. The simulation experience, combined with the competency-based design of the course, has resulted in a more rigorous course with students earning grades that are better than they were with the previous curriculum. [ABSTRACT FROM AUTHOR]

The roles and responsibilities of higher education in meeting the emerging skills and talent needs of the global workforce are changing rapidly. Employers are demanding highly skilled graduates who are continuous learners capable of meeting the shifting technological and business needs or organizations. Today academic diplomas and degrees are being substantiated, and in some cases, being replaced by micro credentials and digital badges. This paper provides a comprehensive overview of the scope, explosive growth, issues, and challenges of microlearning in business education. It discusses the eco-system of microcredentials and digital learning and offers an understanding of the impact of microlearning platforms on business schools. The American Association of Colleges and Schools of Business (AACSB) 2020 Guiding Principles and Standards for Business Accreditation is now encouraging schools and colleges to take a holistic view of student learning and to embrace micro-learning. This paper describes AACSBs embrace of micro-credentials as a valid pathway to educate and prepare business students to meet the demands of a global workforce. This paper makes an important contribution to business education as it integrates AACSB principles and priorities to digital badges. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of a program providing classroom and on-the-job entrepreneurship training followed by the provision of a loan to disadvantaged youth. We find that the program increases employment by seven percentage points and income by 21 per cent. The impact is larger for women than men. Furthermore, the results demonstrate an increase in the propensity to save by 17 percentage points with an increase in both the amount of loan taken and outstanding. Nevertheless, the effect of the training component of the program shows no statistically significant impact on income and hours worked. However, the additional impact of the loan component is notable, increasing hours worked as well as earnings. [ABSTRACT FROM AUTHOR]

This paper reflects on the process of designing and implementing an update to the Introduction to Information Technology course at Bentley University, a business university in New England. Driven by a university-wide curriculum reform initiative and following best practices from digital literacy frameworks and IS model curricula, the new CS 100 course, entitled Solving Business Problems with Information Technology, shifted emphasis from a personal computing context to exploring small business applications of technology. Students networked with university alumni at “Topics in Tech” presentations, where they learned about career options as information technology professionals. The authors describe the pilot courses that led to proposing a new CS 100 course and reflect its challenges and successes. Challenges included meeting the university’s goal of transfer friendliness, scaling from a few pilots to multiple sections, consistency of course delivery, and evaluating assessment. Successes include placing course topics in a business context, introducing current technologies, and providing opportunities for students to learn about career opportunities and experiences from university alumni. The paper also describes how CS 100 aligns with the university’s student learning goals for the new curriculum. These include developing future-focused skills, encouraging curiosity and critical analysis, communicating and collaborating in different settings, and demonstrating understanding of issues related to ethical use of technology. [ABSTRACT FROM AUTHOR]

With the growing popularity of e-commerce, nearly every prominent retailer is aiming to turn omni-channel. One crucial decision in this pursuit is the identification of the joint assortment. In this study, we contribute by examining joint assortment and product prices for a retailer that sells products through both brick-and-mortar and online channels. Our analysis indicates that the optimal assortment should be thought of as a portfolio of two types of products: customized and omni-channel. Customized products are priced in such a way that they are targeted toward customers who prefer to shop from the channel the products are sold through. In contrast, omni-channel products are priced attractively so that all customers consider buying them. The relative mix of these products depends on how flexible customers are in shopping from the channel they do not prefer and the number of customers who prefer each channel. Additionally, we investigate whether the conventional wisdom of selling niche products through the online channel is always optimal. We find that this suggestion may be sub-optimal when the online channel has greater cost of including a product in the assortment and fewer preferring customers compared with the brick-and-mortar channel. With growing popularity of e-commerce, nearly every prominent retailer is aiming to turn omni-channel. One crucial decision in this pursuit is the identification of the joint assortment. Despite the importance of this decision, few studies have addressed this issue. In this study, we contribute by examining joint assortment and product prices for a retailer that sells products through both brick-and-mortar and online channels using the locational choice model. We consider two classes of customers such that customers in one class prefer the brick-and-mortar channel and customers in the other class prefer the online channel. Our analysis indicates that the optimal assortment should be thought of as a portfolio of two types of products: customized and omni-channel. Customized products are priced in such a way that they are targeted toward customers who prefer to shop from the channel the products are sold through. In contrast, omni-channel products are priced attractively so that all customers consider buying them. The relative mix of these products depends on how flexible customers are in shopping from the channel they do not prefer and the size of each class. Additionally, we investigate whether the conventional wisdom of selling niche products through the online channel is always optimal. We find that this suggestion may be suboptimal when the online channel has greater cost of including a product in the assortment and fewer preferring customers compared with the brick-and-mortar channel. We also develop insights on price selection. As more and more retailers are converting from single-channel to omni-channel, they need to reexamine their assortment strategy across existing and new channels. The models, results, and insights presented in this paper would help them in designing a joint assortment policy across channels. History: Ram Gopal, Senior Editor; Jianqing Chen, Associate Editor. Funding: A. Sapra received generous financial support from IIMB Chair of Excellence at Indian Institute of Management Bangalore while working on this study. S. Kumar thanks Temple Center for International Business Education and Research for partially supporting this research. Supplemental Material: The online appendix is available at https://doi.org/10.1287/isre.2021.0596. [ABSTRACT FROM AUTHOR]

Children's Wear Design is an important part of the fashion design course. As a special category in design, children's wear plays a significant role in the growth and future of children. This paper starts by analyzing the status quo and the problems to be solved in the course of Children’s Wear Design, and then explores innovative teaching methods, teaching philosophies, and teaching objectives of the curriculum reform from three dimensions of teaching content, teaching structure, and teaching assessment. Thus, the analysis explores the new framework, new resources, and new perspectives of this course based on students’ individuality and design subjectivity, and then puts forward the implementation methods and optimization strategies for curriculum reform practices. The aim of the paper is to provide an effective framework reference for the teaching reform and practice of design courses, and also an inspiration for the future practice and teaching reforms of fashion design courses. [ABSTRACT FROM AUTHOR]

This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness. Design/methodology/approach: A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes. Findings: The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments. Originality/value: A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers. [ABSTRACT FROM AUTHOR]

The i5 Playbook—Transforming Business Education with 5 Impactful Methods, published by the Principles for Responsible Management Education (PRME), offers concrete pedagogical approaches to develop responsible business leaders. The playbook presents five teaching methods, known as the "impactful five" or "i5," that focus on making learning meaningful, facilitating active engagement, designing for iteration, developing supportive social interaction, and fostering joy and well-being. The resource emphasizes the integration of cognitive, creative, emotional, and social skills in responsible leadership education. It is structured in a clear and accessible manner, providing definitions, literature links, high-impact actions, illustrations, and quick exercises. The playbook is an open access resource, making it widely accessible, and encourages educators to reflect on their own teaching practices as responsible leaders. It is recommended for anyone seeking to enhance their pedagogical skills and develop more responsible leaders. [Extracted from the article]

Given the lack of data-literate talent in business organizations, there is a need to develop more effective data literacy education at university level. With the aim of informing improvement, a systematic, quantitative literature review of data literacy education was undertaken. The review of 71 articles revealed that data literacy education predominantly relies on existing learning theories and teaching strategies, lacks empirical studies, and lacks agreement about what competencies constitute data literacy. These findings highlight the need for empirical research to establish what needs to be taught and how it can be best taught. [ABSTRACT FROM AUTHOR]

The paper discusses the role of the European Union’s Erasmus+ Mobility Programme in improving business education in universities around the world, with only one located in an EU member country. Based on a case study, the importance of matching basic provisions in the internationalization strategies of universities interested in pursuing such collaboration is highlighted. It also examines some of the more significant organizational prerequisites for the practical implementation of the partnership concept, as well as for monitoring and evaluating the outcomes of mobility and other associated joint activities. [ABSTRACT FROM AUTHOR]

How do we change social orders to deliver a sustainable future? A growing literature in organization studies argues that meta-organizations are part of the answer. Meta-organizations have been shown to be well equipped for tackling grand challenges, yet paradoxically they also tend to resist change due to their inertia. In this paper, we move beyond the question of whether and how meta-organizations act as vectors of transition to address the question of how some of the defining organizational attributes of meta-organizations – which we call 'meta-organizationality' – create tensions for sustainability transitions. We argue that these tensions result from frictions between the imperatives of transitions, i.e. conditions for achieving broad socio-technical transformations for sustainability, and the imperatives of meta-organizations, i.e. the implications resulting specifically from their meta-organizationality. We unpack four tensions, which we frame as 'multi-referentiality–directionality', 'layering–diffusion', 'dialectical actorhood–coordination', and 'multi-level decidedness–reflexivity'. We argue that transformative meta-organizations are those that successfully navigate these tensions to produce sociotechnical system changes. This work has several implications for organization studies, meta-organization studies and transition studies, and offers several avenues for research. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach: The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings: The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value: The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education. [ABSTRACT FROM AUTHOR]

In recent years, sustainable entrepreneurship, urban entrepreneurship, and sustainable cities have separately gained lots of attention from scholars in different fields. In this article, we emphasize the importance of studying the interaction of entrepreneurship and sustainability in the context of cities. We discuss three promising areas along this line of research: sustainable entrepreneurial ecosystems, entrepreneurial smart cities, and entrepreneurial solutions to sustainable urban growth. We then summarize the papers included in this special issue. These papers make important contributions to the transdisciplinary research at the intersection of entrepreneurship, sustainability, and urban development. Plain English Summary: In this article, we emphasize the importance of studying the interaction of entrepreneurship and sustainability in the context of cities. We discuss three promising areas along this line of research: sustainable entrepreneurial ecosystems, entrepreneurial smart cities, and entrepreneurial solutions to sustainable urban growth. More specifically, sustainable entrepreneurial ecosystems focus on actors and factors to facilitate the creation and growth of sustainable or green ventures in communities. Entrepreneurial smart cities are cities that grow their digital capability in infrastructure and other public services through corporate and startup entrepreneurship. And entrepreneurial solutions to sustainable urban growth highlight the transformative roles of entrepreneurs in sustainability-oriented urban development in both developing and developed countries. [ABSTRACT FROM AUTHOR]

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Purpose: Skills development for business students is increasingly becoming more important in business education and the workplace. In this paper, students' research skills are examined. The purpose of this paper is to identify some of the issues and challenges students face in developing research skills and how these can be addressed. Design/methodology/approach: The study combines external marker evaluation and content analysis to evaluate one hundred 2,000-word essays and identify issues and challenges associated with students' development of research skills. Findings: Results show that the essays rate well in collecting and using sources and summarising key topics but miss on integrating sources in writing and inconsistency in citations and referencing. Research limitations/implications: One of the paper's limitations is using a sample from a single course in a business school in Australia. Nonetheless, the sampled essays represent similar writing tasks elsewhere that require students to display research skills. Practical implications: Some implications for business and higher education are offered, including suggestions to address the issues and challenges raised in business education. For example, academics are encouraged to communicate clear expectations for writing tasks, provide support and show exemplars of business writing that incorporates practical research skills. Social implications: Business students who develop effective research skills contribute to society by developing skills in effectively searching and evaluating information. This ensures business graduates in industry workplaces reach considered conclusions before making recommendations that could impact people's lives. Originality/value: The study is original in its approach to investigating the nuances of research skills deficiencies by using external expert examination combined with content analysis. [ABSTRACT FROM AUTHOR]

Purpose: The increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum. Design/methodology/approach: A case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern. Findings: Systemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning. Practical implications: The strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape. Originality/value: This paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences. [ABSTRACT FROM AUTHOR]

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing. [ABSTRACT FROM AUTHOR]

Consumer showrooming has become a common phenomenon in the retail industry, but little is known about its influence on the interplay between an upstream supplier and a downstream retailer in a distribution channel. Our study examines such an influence by considering an upstream supplier who sells a product through a downstream physical retailer based on a wholesale contract. At the same time, based on an agency contract, the supplier sells the product on an online retail platform where a nonneglectable amount of consumer returns occurs due to product misfits. We find that, on the one hand, consumer showrooming enables the supplier to take a greater share of the offline channel profit by exploiting the physical retailer's deterrence of showrooming. On the other hand, consumer showrooming as a mixed-channel shopping method makes the supplier less capable of adjusting the direct online demand according to its marginal cost of handling returns. Such a return-loss-propagation-moderating effect protects the downstream physical retailer from the upstream supplier's strategic pricing that intends to shift sales from offline to direct online when the supplier finds it cost efficient to handle online product returns. Our study also shows that the retailer can replace the wholesale contract with the store-within-a-store model with a rental fee contract to leverage the upstream supplier's incentive to mitigate the adverse effect of showrooming. The findings inform the physical retailer that the more critical issue may not be showrooming itself but aligning with the upstream supplier to promote offline sales in the presence of showrooming. This paper was accepted by Kartik Hosanagar, information systems. Funding: S. Kumar thanks Temple Center for International Business Education and Research for partially supporting this research. Supplemental Material: The online appendix is available at https://doi.org/10.1287/mnsc.2020.01990. [ABSTRACT FROM AUTHOR]

This study aims to explore the theoretical landscape of global entrepreneurship through a bibliometric analysis. The documents in peer-reviewed papers and conference proceedings are included for the study from the Scopus database based on selected keywords on global and international entrepreneurship. The Biblioshiny package under R programming and VOS viewer is used for analysis. A total of 2531 documents were taken for an in-depth investigation. The findings of the study are; many authors contribute to global entrepreneurship, and they focuses on various areas in global entrepreneurship field, collaborative patterns, trend topics, emerging themes, and future research topics in this theme. The study is purely based on the Scopus database. Hence, other databases are not taken into account. The Scientific Procedures and Rationales for Systematic Literature Reviews methodology were used in this study to understand the trends. The reliability may be affected by the intrinsic flaws in the bibliometric analysis. Primary data not used for the study are considered as limitations. The findings offer insights to scholars, practitioners, policymakers, and entrepreneurs for framing policies, programs, schemes, and activities to develop global entrepreneurship for a promising future for the entrepreneurs and the nation's prosperity. The study's originality lies in the structured literature review. The methodology provides a framework for the state of global entrepreneurship in the past and present and directions for the future. Global entrepreneurship helps to solve problems and to build sustainable global entrepreneurial practices. [ABSTRACT FROM AUTHOR]

Due to the digital revolution, online education based on the B2B2C (Business to Business to Consumer) model is growing Understanding students' expectations, concerns, and experiences of these courses are crucial to the successful of education. Based on the research framework of value co-creation and value co-destruction and the theory of social practice, this paper adopts online content analysis to study the comment data of Tencent Classroom to establish a theoretical framework of practical value for students' experience in B2B2C online education. Six categories of value experience are identified, namely, technical effect, online teaching, learning interaction, course support, recommendation, and thanking. Then, based on the practice types of co-creation, co-destruction, co-recovery, and co-reduction, the research reveals value formation in the online teaching experience. Subsequently, the formation of experiential value in the response situation is discussed, and the practice experience of value co-creation and value co-destruction is recognized. This study explores the online education experience of B2B2C mode, which helps to deepen the management of B2B2C mode education. At the same time, this study establishes a thematic framework of value co-creation and co-destruction for online education experience research and provides a new theoretical perspective of management science for related research. [ABSTRACT FROM AUTHOR]

The term "gamification" was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations. [ABSTRACT FROM AUTHOR]

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The goal of this research is to evaluate the social commerce. With this goal, this research aims to determine: (1) the longitudinal distribution of the articles and citations in social commerce (2) the most productive countries, journals, and affiliations in social commerce articles; (3) the most cited articles in social commerce research; and (4) the most recurrent keywords and Web of Science (WoS) categories are involved in the social commerce studies. The research conducted social commerce research papers published between 1995 and 2023 in the WoS database. We used the following search query: "social commerce*," "social electronic commerce*," "social e-commerce*," "s-commerce*," "Facebook commerce*," "Instagram commerce*," and "social media commerce*" The study examines 965 articles, were recorded on September 21, 2023. The data obtained were figured with the visual mapping technique. Various techniques, such as bibliographic coupling of countries, journals, and institutions of authors, co-authorship of countries, co-citation of journals, and co-occurrence of author keywords, were used in bibliometric analysis. Most of the research was in 2022, and the greatest number of citations were in 2022. The most efficient country was China. Swansea University was the most productive affiliation, with publications, citations and total links. It is found that the articles were primarily written in the field of Business, with 363 papers. There has been a substantial surge in the volume of studies on social commerce since 2013, indicating a significant growth in research interest in this field. Finally, researchers working on social commerce can understand the literature based on this current study. Plain Language Summary: Visual Mapping of Social Commerce This study aims to identify the longitudinal distribution of articles and citations in the field of social commerce, the most productive countries and journals related to social commerce, the most cited articles in social commerce research, the most recurrent keywords in social commerce research and the Web of Science (WoS) categories. The search covered research articles on social commerce published in the WoS database between 1995 and 2023. The 965 articles examined in the study. The data obtained were analysed using the visual mapping technique. Most research was conducted in 2022 and most citations occurred in 2022. The most productive country was China. Swansea University was the most prolific organisation in terms of publications, citations and total links. Articles were found to be mainly in the field of business studies. The number of studies on social commerce has increased significantly since 2013, indicating a clear increase in research interest in this area. Researchers working on social commerce can gain insight into the literature based on this current study. [ABSTRACT FROM AUTHOR]

Recent years have brought dramatic changes in the social and economic world. This shows that futures are both unpredictable and uncertain, as well as important points of reference. This is also true for business schools. Therefore, this paper aims to understand how business schools construct the term future and what they claim to do about it in terms of their agency. Our findings are based on discourse analysis of the external communication of 100 business schools globally. Through the examination we identified 6 agency frames, namely (a) preparing, (b) shaping, (c) responsibility, (d) exploring, (e) personal futures, (f) adapting. [ABSTRACT FROM AUTHOR]

This conceptual point-of-view essay focuses on the authors' teaching experiences in undergraduate business education at Brazilian and German Universities. In line with the Scholarship of Teaching and Learning (SoTL) and based on autoethnographical writing, the paper explores the question of how university business education professors can help their students become more prepared for the job market by establishing university–industry partnerships. This discussion fills a particularly pertinent gap regarding knowledge transfer, skill development, and discrepancies between academic expectations in relation to practice-based education, as well as professors' pedagogical sensibility for students' preparation in higher education. Overall, the significance of the research lies in the potential to improve the effectiveness and relevance of business education. This can lead to more effective knowledge transfer and skill development among students. The study concludes by stressing the importance of university–industry collaborations for academics and students. Students might be better prepared for job employment in such situations. [ABSTRACT FROM AUTHOR]

This paper examines the emerging circular economy trends in universities in the United Arab Emirates (UAE). The circular economy is a model that aims to reduce waste and maximize the use of resources, promoting sustainable development. The study analyses UAE universities' various initiatives to adopt circular economy practices, including using renewable energy, sustainable building design, and waste reduction strategies. The paper also discusses the challenges and opportunities for implementing circular economy practices in universities in the UAE and highlights examples of circular economy initiatives in various universities. The paper concludes by providing recommendations for universities in the UAE to promote sustainable practices further and contribute to the circular economy movement. The findings of this study provide insights into the emerging circular economy trends in universities in the UAE and offer directions for future research in this area. The ADKAR change management can be adapted to inspire the CE initiatives of the UAE Education sector. [ABSTRACT FROM AUTHOR]

The document, "An Inspirational Paradigm for Jesuit Business Formation," published in 2020, aims to re-imagine the nature, purpose, and way of proceeding for Jesuit business education. This paper outlines the global Catholic context, the specific Jesuit context, and the pedagogical context informing that document, along with the challenges presented by those contexts. The paper argues that re-imagining the Jesuit business school curriculum requires re-imagining our approach to a concept of formation that goes beyond the Inspirational Paradigm. [ABSTRACT FROM AUTHOR]

This study aims to share our experiences with Business Grand Rounds--an innovative and versatile method for business education integrating elements of medical education, the traditional case method, and experiential learning using Ignatian pedagogy from the Jesuit educational tradition. We explain how using Business Grand Rounds "flips" classic case teaching to case learning with student-written cases instead of relying on faculty-selected published cases. Drawing upon a business ethics course example, we demonstrate how studentwritten cases based on their experiences engage them throughout the learning process. The main contribution of this paper is a theoretical foundation and a practical guide to teaching where student-led learning is placed at the heart of reimagining business education. [ABSTRACT FROM AUTHOR]

This research aimed to investigate Japanese university students' entrepreneurial development processes using the happenstance learning theory. The current research was an empirical study investigating the role of risk propensity, lifetime employment orientation, and entrepreneurship-related exploratory behaviour in developing the entrepreneurial intention of university students in Japan. Data were collected from 214 undergraduate students in Japan. The results demonstrated that the risk propensity characteristic of students influenced entrepreneurial intentions through entrepreneurship-related exploratory behaviour and lifetime employment orientation. The research also found that leadership experience moderated the relationship between risk propensity and entrepreneurship-related exploratory behaviour and the relationship between entrepreneurship-related exploratory behaviour and entrepreneurial intention. By applying the happenstance learning theory in an entrepreneurship study, the current research provides meaningful insights for research scholars, educators, and policymakers interested in the entrepreneurial intentions of students. This paper concludes with a discussion on the theoretical implications and future research directions. [ABSTRACT FROM AUTHOR]

Purpose: To explain how technology will replace a great deal of human labor in knowledge markets using a theory of reasoned action applied to demand and theories of procedural rationality, cost structure and system dynamics applied to supply. Design/methodology/approach: Two illustrative scenarios are presented. The first is a third-party Best Treatments site, and its effect on the expert advice pharmaceutical representatives provide doctors. The second scenario is an online higher education business course module with embedded AI. Findings: Both scenarios demonstrate the advantages of online expertise and teaching platforms over the in-person alternative in variable and marginal cost, ease and convenience of use, quality conformance, scalability, knowledge reach and depth and most importantly, speed of evolutionary adaptability. Despite such overwhelming advantages, a number of reasons why the substitution might be slowed are presented, and some strategies firms might adopt are discussed. Opportunities for service scholars to confirm, challenge and extend the conclusions are presented throughout the paper. Originality/value: Increasing cost structure and adaptability advantages of online technology and AI over in-person delivery of expertise and training services are demonstrated. It is also demonstrated that the innovation-imitation cycle is accelerating because of exogenous innovation in knowledge access and online influence networks and an endogenous effect where imitators accelerate their innovation that drives innovators to accelerate their innovation, which drives imitators to further accelerate their imitation. [ABSTRACT FROM AUTHOR]

Based on data from CHFS, this paper explores the mitigating effect of DFI development to enhance household entrepreneurship on residents' income growth and asset poverty, and analyses whether there is significant diversity in the degree of impact between different regions and groups through a heterogeneity study. The study finds that DFI has a significant effect on poverty alleviation. In the mechanism analysis, the effect of DFI on income poverty and asset poverty alleviation through promoting household entrepreneurship is 2.97% and 9.27% respectively. In the heterogeneity, the development of DFI has a significant contribution to the alleviation of income poverty of rural residents and the alleviation of asset poverty of urban residents; among similar regions, the poverty effect alleviation effect is more pronounced for the group with higher education level. This paper enriches the research related to the promotion of entrepreneurship and thus poverty alleviation by DFI, and provides a theoretical basis and empirical reference for how to alleviate poverty by financial instruments. [ABSTRACT FROM AUTHOR]

Motivated by the idea that existing analytics courses can help to fulfill the needs of accounting and other business programs, this paper reviews relevant definitions, literature, and curricula to frame the content and coursework of undergraduate business analytics (BA) minor programs. Business analytics goes beyond business statistics - it refers to a broader set of concepts concerning data-driven decision-making and the technical and analytical skills needed to access and interpret data to gain business insights. In addition, business analytics differs from data science - it employs tools that are accessible to business users, aiming to supplement business skills with analytical skills. From a process perspective, it covers techniques ranging from data acquisition to visualization and reporting, and includes descriptive, predictive, and prescriptive analytics methods. In sum, it is more than just analytics skills or software tools inserted into classes; and as such, it can provide for a holistic supplement to accounting curricula or for any business major. [ABSTRACT FROM AUTHOR]